Byron T. Shutz Award for Excellence in Teaching
The Byron T. Shutz Award was established by the late Byron T. Shutz in 1978. The Shutz Award carries with it the expectation that the recipient will deliver a public lecture. At the time of the lecture, they will receive an award of $4,000, less applicable taxes, and a reception held in the recipient’s honor. The recipient will be announced and honored at the Chancellor’s University Teaching Awards celebration.
All full-time tenured faculty are eligible for the award which alternates between recognizing excellent teaching in business and economics in even-numbered years, and outstanding teaching in any discipline in odd-numbered years. This year tenured faculty members in business or economics who have not previously received a university distinguished teaching award are eligible for nomination.
Nominations are due by Monday, February 5, 2024 at 5:00 p.m.
Eligibility and Nomination Procedures
All full-time tenured faculty are eligible for the award which alternates between recognizing excellent teaching in business and economics in even-numbered years, and outstanding teaching in any discipline in odd-numbered years. This year tenured faculty members in business or economics who have not previously received a university distinguished teaching award are eligible for nomination.
- Nomination Letter
- Written by the department chair, dean, or a faculty peer from the department (or school in units without departments), which addresses the award criteria
- Maximum of five pages for the letter and five pages for any supporting documentation of student learning and engagement).
- Departments and schools without departments, may nominate only one faculty member for the award.
- In writing a nomination letter, you should consider that there are many fine teachers at this institution. To differentiate among such outstanding educators is quite difficult, as all of the nominees will be individuals highly regarded by students and colleagues for their commitment to teaching excellence. You can help the committee to see the unique contributions of the nominee by attending to the award criteria in the nomination letter and any supporting documents.
- For more information on writing the nomination letter, you may consider guidelines on evaluating teaching and examples of peer reviews online at the Center for Teaching Excellence website
- Following Materials Assembled by the Nominee
- A list of courses taught and enrollments for the last five years for tenured nominees or since appointment at KU for tenure-track nominees (1-2 pages)
- A summary of course evaluations for the same time period (1-2 pages)
- Evidence of student learning, including feedback from students (1-3 pages)
- A statement from the nominee that speaks to the award criteria attached (maximum of 5 pages)
- A short CV (5 pages maximum) that includes research and service for the last five years for tenured nominees or since appointment at KU for tenure-track nominees. Research and service related to the criteria for the award should be highlighted on the CV (e.g., by using boldface type or asterisks)
- Chair Endorsement (if applicable)
- Unless the chair has written the letter of nomination
- Quality of intellectual content
- What decisions has the instructor made in including material and choosing which particular aspects of the field will be included, excluded, or emphasized?
- To what extent are the intellectual goals for students well-articulated and congruent with the course content and mission?
- To what extent is the material in this course appropriate for the topic, appropriate for the curriculum, and for the institution?
- What decisions has the instructor made in including material and choosing which particular aspects of the field will be included, excluded, or emphasized?
- Innovation and quality of teaching practices
- How does the instructor plan for use of students’ time both in and outside of class? What learning activities have the instructor created that enhance the course’s impact?
- Are there any particularly creative or effective course structures or procedures that contribute especially to the likely achievement of understanding by students?
- How are students actively engaged in understanding the material?
- What opportunities (in or out of class) are provided for students to practice the skills embedded in the course goals?
- How does the instructor plan for use of students’ time both in and outside of class? What learning activities have the instructor created that enhance the course’s impact?
- Depth and breadth of student understanding
- Does the instructor ask students to demonstrate their understanding of key course goals with challenging academic work? Is there evidence that a large percentage of students show high levels of achievement?
- How does the performance request:
- Require that students demonstrate different levels of conceptual understanding
- Facilitate students’ critical evaluation of the material appropriate to the level of the course and of the students?
- To what extent do course activities provide students with opportunities to demonstrate their understanding using intellectual skills typical of the field?
- What evidence indicates that deep learning occurs in the course? If possible, consider the following:
- What proportion of students are achieving a very good level of understanding?
- What is the range of levels of performance and their distribution for an entire class?
- How does the performance request:
- Does the instructor ask students to demonstrate their understanding of key course goals with challenging academic work? Is there evidence that a large percentage of students show high levels of achievement?
- Reflective consideration and development
- Does the instructor regularly examine successes and difficulties in courses and make incremental adjustments that would promote better learning in future offerings? What new teaching skills and methods has the instructor added to make teaching more effective?
- To what extent has the nominee examined the relationship between how she or he teaches and how students perform?
- Is there evidence of insightful analysis of teaching practice that resulted from consideration of student performance?
- Is there evidence that the faculty member has changed teaching practices based on past teaching experiences? Is there a positive trajectory of teaching skills and outcomes?
- Does the instructor regularly examine successes and difficulties in courses and make incremental adjustments that would promote better learning in future offerings? What new teaching skills and methods has the instructor added to make teaching more effective?
- Dedication to students and to the profession
- Does the instructor commit time and energy to further the goals of education for the institution and the field?
- How does the nominee embody and express in his or her teaching practice and demeanor the scholarly, critical, and intellectual values professed?
- What actions by the nominee indicate dedication to the success of students and to the teaching of the field of study?
- Does the instructor commit time and energy to further the goals of education for the institution and the field?
Nominations are due by Monday, February 5, 2024 at 5:00 p.m. The chair and dean endorsements may be submitted separately from the nomination materials.
No announcement will be made concerning persons nominated. All materials received in relation to the process will be treated as confidential information.
Recipients of the Byron T. Shutz Award for Excellence in Teaching
- 2022, Tsvetan Tsvetanov, Economics
- 2021, Peter Grund, English
- 2020, David Slusky, Economics
- 2019, Julia Broxholm, Music
- 2018, Suman Mallik, Business
- 2017, Laura Mielke, English
- 2016, Felix Meschke, Business
- 2015, Nicole Hodges Persley, Theatre
- 2014, Jide Wintoki, Business
- 2013, Jeremy Shellhorn, Design
- 2012, Donna Ginther, Economics
- 2011, Debra Hedden, Music
- 2010, Kissan Joseph, Business
- 2009, Scott Murphy, Music & Dance
- 2008, Elizabeth Asiedu, Economics
- 2007, Kathryn Conrad, English
- 2006, Dietrich Earnhart, Economics
- 2005, Marni Kessler, Art History
- 2003, Ted Juhl, Economics
- 2001, C.R. Snyder, Psychology
- 1999, Anton Rosenthal, History
- 1995, Deborah J. Gerner, Political Science
- 1992, Allen Ford, Business
- 1991, Akira Y. Yamamoto, Anthropology and Linguistics
- 1990, Thomas Weiss, Economics
- 1988, William Kuhlke, Theatre & Film; Slavic Languages & Literature
- 1987, John W. Gergacz, Business
- 1986, Richard S. Givens, Chemistry
- 1985, Morris M. Kleiner, Business
- 1984, David J. Faurot, Economics
- 1983, Rex Martin, Philosophy
- 1981, David M. Shulenburger, Business
- 1980, Malcolm R. Burns, Economics
- 1979, Anthony M. Marino, Economics